Issue 4 September/ October 2016
Both Carly and Jacki, who have been at the helm for several years have stepped down from their Governance roles and we would like to say a deep and heartfelt thank you for their time and dedication to the Centre and to many of us as individuals!
I would like to introduce our new President, David Lupton, whose daughter is Elsie in Binbeal Room!
It is always at this time of the year that we start thinking about plans for the end of year celebrations and also plans for the new year!
Re-enrollments are finalised and you will hear from us if you haven't already.
We are also in the process of making offers to new families and will have at least 15 new families join the Centre during January and February!
If you have not received your confirmation of re-enrolment notice from your child's room, please ask us, everyone should have started collecting these by now!
There are several more exciting projects underway till the end of the year, read on for further details!
Achievement! We have been awarded the Vice- Chancellor's Award for Exceptional Contribution to Occupational Health and Safety
Recently we nominated ourselves for an Award for exceptional contribution for OHS evacuation procedures! There were ten nominations from a variety of departments as finalists.
A proud moment for us to receive this recognition on behalf of the team at MCCC!
Staffing Plans 2017!
Wadia, Dinata, Lita and Dimple
Thanuja, Meherun, Shavi, Trupti, Cristina and Lim
Palika, Nishanthi and Rebecca
Part time relievers:
Maria (works in all rooms)
Chris (works primarily in Bunjil Room)
Lan (works in all rooms)
Sophie (works in all rooms)
Chen (works in all rooms)
Meet our Parent Management Committee 2016-2017
David Lupton, President
Elsie's Dad, Binbeal Room
Katherine Mitchell, Secretary
Clare's Mum, Bunjil Room
Geoff Saffer, Treasurer
Chloe's Dad, Waa Room
Emma Conyers, Quality Working Group Chair
Zoe's Mum, Bunjil Room
Julianna Dawidowicz (Maternity Leave 2016)
Evan's Mum, Bunjil Room
Noam Gordon, Grievance Rep
Alma's Dad, Binbeal Room
Carly Moulang, General Member
Elizabeth's Mum, Bunjil Room
Jacki Melvin, General Member
Veronica's Mum, Bunjil Room
Minh Le, General Member
Alex's Dad, Bunjil Room
2017 Fee Increase and Financial Update; Geoff Saffer (Treasurer)
I’d like to take this opportunity to update on the centre’s finances during 2016 and inform you of some key fee changes in 2016.
The centre made a modest profit for the 2016 financial year, just a little ahead of expectations.
Income was slightly higher than we predicted, with management doing a great job to keep places filled throughout the year. We spent a little bit more on wages than expected but staff did an excellent job of keeping other costs under control.
Looking ahead to the 2017 financial year, as usual we aim to run the centre around breakeven. We will face some challenges this year, with some extra costs involved in the centre renovations – which have been budgeted for.
Daily fee changes
Starting from January 2017, fees will be increasing for all parents.
Student rate - will increase by $2/day, from $96 to $98/day
Monash staff rate - will increase by $3/day, from $100 to $103/day
Community rate – we are introducing a rate for parents that are neither students nor Monash staff. The community rate will be introduced at $108/day, from January.
Our intention is to keep fees as low as possible for all parents, but moving forward we intend to continue to offer students a cheaper daily rate and maintain a higher community rate. This is in line with other Monash childcare centres.
Despite the price rises, our fees remain very competitive compared to other centres in the area.
The centre is charged a $9.90 fee each time a direct debit payment is dishonoured. From next year, we will be passing these fees onto parents.
Please ensure that you have sufficient funds in your bank account or debit/credit card each fortnight. And don’t forget to let us know if you have cancelled your credit card or updated your details. If all the parents stay on top of this, we can all avoid these unnecessary charges.
Transitions to School and new Rooms in 2017! Palika
New (and returning) Educators
Welcome Meital to our team of casual educators. Meital is studying towards a Master of Teaching in Early Years and Primary Education.
We are delighted to welcome back Rebecca MacDonald as a permanent part-time educator. Rebecca will be working across all three rooms covering shifts when educators are on leave.
Pali started at MCCC in August this year and we are so pleased to let you know that she will continue as our Kinder Teacher in 2017 and beyond!
Inclusive Practices and shared curriculum decision making process by Palika Rathnayake
The Early Years Learning Framework (EYLF) describes inclusive practice in the description of supportive learning environments as ‘… vibrant and flexible spaces that are responsive to the interests and abilities of each child. They cater for different learning capacities and learning styles and invite children and families to contribute ideas, interests and questions’ (DEEWR, 2009, p. 15).
Inclusive practices highlight the strengths of educators’ and families’ interactions and relationships. Thus showcase how educators thoughtfully involve themselves in curriculum decision making while giving families the empowerment to participate in decision making process. Therefore in an inclusive educational setting parents are highly encouraged to actively participate in shared curriculum decision making process. As a result; educators and families become more connected and the continuity of learning occurs within the educational setting and the home environment. The connectedness of the educational setting and the everyday experiences create a meaningful learning environment where children’s individual needs are accounted for in the curriculum decision making process. The collaborative partnership with families and shared curriculum decision making are the key aspects of developing a rich, meaningful and vibrant learning environment. Therefore educators make their curriculum decision making based on what they know about each child and their interests, abilities, needs, interactions and strengths in cooperation with families. Therefore, educators can actively apply that knowledge to plan physical learning environment, interactions, transitioning time and spontaneous and intentionally planned learning opportunities. As a result the intentionally created learning conditions assist children to reach their potential developmental level.
Once educators establish an inclusive learning environment children have the opportunity to become more empowered, resilient, empathise and respectful towards each other.
This is topic close to my heart and creating such environments where each child can reach their individual potential with shared decisions, is one of my main goals for the teaching environment!
Children's Annual Art Show
Tuesday, Nov. 15th, 7:45am to Monday, Nov. 21st, 5:30pm
Monash Child Care, Caulfield East, Victoria, Australia
Caulfield East, VIC
This year we will have this event at the Centre, so look around, you will see evidence of this exciting project all around the Centre!
Transitions, moving in, moving up, moving on by Tara Hart
The term encompasses the regular transitions across a day and those that occur at significant times in children's lives such as starting in an education and care service, moving from one room to another in an education and care service or starting school.
The team leaders here at MCCC have reflected on transitions between rooms and what it looks like at our service and here is what we would like to share with you:
- consult with families and prepare children to begin their transition from one room to another
- develop strategies to make transition as smooth and predictable as possible for children and families
- write transition reports and consulting with families regarding current information about the child’s needs, routines etc
- arrange suitable transition times (morning or afternoon session, max. 3hrs) where the child attends the new room together with an educator from their old room
- Prepare the child's locker, lunch cards, bed baskets for the child's fist day in the new room
- Talk to existing children about the new child transitioning into the room, introduce the child to other children to form connections and relationships
- Assign one educator to connect with the child and family for the duration of the transition time and beyond
- Encourage new friendships and connections in advance of child transitioning
- Create a transition board of children transitioning in and out of the room and display for the children and families, to encourage discussions
The transition process for children moving to a different room in 2017 will commence in the months of November and December. This provides a good amount of time for children to become familiar with their new environment and to make connections with peers and educators. Children will be encouraged to visit the rooms for short orientation session with an educator from their existing room.
We strive for a smooth transition for all, in achieving this we encourage you to also spend time in your child's new room for 2017. For you to become familiar with the environment, the educators, routines and expectations of the new room will strengthen you and your child's sense of belonging in their new room.
Transition to school
For some children, transition/orientation to school programs have begun. These help families and children get a better understanding of what school will be like.
Transition Learning and Development Statements:
Pali is putting the finishing touches on children's school transition statements for the children heading off to school in 2017.
For the families completing Part 1 of the Transition Statement please ensure you provide the information below and return to Pali as soon as possible, so that she can finalise and send to your child's Primary School
1) Provide information to support your child’s transition, which may include the information below:
- Background information about your child and family (family members, languages spoken at home)
- Services your child has attended (kindergarten, childcare, specialist support)
- Your views on your child starting school
- Things you think will help your child settle into school
2) Provide your child’s views about starting school, which may include:
- What they are looking forward to
- What things they would like to do at school
- Things they want their new teacher to know about them
- Things they think they will need help with
Update from keptme
Centre re-opens: Monday the 9th of January 2017